Lower SES predicted slower reading and math growth, with the largest SES differences in growth occurring in Grade 1¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? SES had the largest and most consistent effect on growth slopes, with negative standardized coefficients indicating lower-SES students grew more slowly. → Scammacca Nancy 2020 q3 i? SES differences in growth effect sizes were largest in Grade 1 (0.26–0.41 SD in reading) and shrank to 0.05 SD or less in later grades. → Scammacca Nancy 2020 (2)

Evidence¶

Scammacca Nancy 2020¶

Scammacca Nancy, Fall Anna-Mária, Capin Philip, Roberts Greg, Swanson Elizabeth (2020). Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1–5: A Cohort-Sequential Longitudinal Approach. Journal of Educational Psychology. https://doi.org/10.1037/edu0000400

q3 · i? · associational · r2

Conditional LGC models using free or reduced-price lunch status as the SES proxy. The negative coefficients indicated that "students of lower SES grew more slowly than higher SES students"; low SES also predicted lower intercepts in some cohorts.

"Standardized coefficients ranged from −.12 to −.22 for the effect of SES on reading growth and −.09 to −.20 for math growth, though SES was not a significant predictor of reading slope in the Grade 3 cohort."

Scammacca Nancy 2020 (2)¶

Scammacca Nancy, Fall Anna-Mária, Capin Philip, Roberts Greg, Swanson Elizabeth (2020). Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1–5: A Cohort-Sequential Longitudinal Approach. Journal of Educational Psychology. https://doi.org/10.1037/edu0000400

q3 · i? · associational · r2

Descriptive effect sizes by SES group for within-grade growth, computed from raw data with the overall-sample standard deviation. Reading differences favored higher-SES students mainly in Grade 1; math differences favored higher-SES students in Grades 1–2 by 0.16 SD.

"Reading growth was 0.41 SD greater across Grade 1 for students with higher SES, but differences across Grades 2–4 ranged from 0.14 to 0.10 SD and no difference was found in Grade 5."

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Children with higher initial levels in NRS or CS show slower subsequent linear growth in the same component — related
• Initial level and growth were negatively related within phonological awareness and letter-name knowledge, consistent with a compensatory pattern — related
• Students with low initial reading and math proficiency grew faster over two school years than students with higher initial proficiency, with the inverse relation stronger in math than reading — related